<![CDATA[Mathematical communication is a fundamental skill that enables students to express, interpret, and justify mathematical ideas effectively. However, many students still experience difficulties in communicating their mathematical thinking, particularly in statistics learning. This study aims to analyze the mathematical communication ability of eighth-grade students in solving statistical problems. A quantitative descriptive approach was employed involving 34 students from a junior high school. Data were collected through a mathematical communication test consisting of essay questions designed to measure students’ ability to state mathematical information, explain problem-solving procedures, and represent mathematical ideas. The results reveal that students’ mathematical communication ability is critically low. Only 39.28% of students were able to identify relevant mathematical information, while none of the students (0%) could clearly explain the problem-solving steps, and only 3.0% demonstrated correct mathematical representation. These findings indicate that students face significant challenges, particularly in articulating reasoning and constructing systematic explanations. This study highlights the urgent need for instructional strategies that explicitly support the development of students’ mathematical communication, especially in explaining procedures and representing statistical concepts.]]>
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